Lori

Foster World War II Unit Title of Lesson: Racism, Intolerance & Civil Liberties: Japanese Internment Camps during WWII Grade Level/Subject: 8th grade Social Studies/Humanities Overview/Purpose: The purpose of this lesson is two-fold: one, to give students an understanding of wartime prejudice faced by a minority through the analysis and interpretation of primary source documents and two, give students the opportunity to weigh values of national security against individual liberty. Essential Question: Did the relocation of Japanese-Americans during WWII justify denying them their civil rights? Standards: Civics/Government, Strand 3, PO7: the significance of Supreme Court cases (Korematsu v. U.S., 1944); PO8: Executive Order 9066, creation of internment camps on U.S. soil. American History, Strand1, PO4: e. explain how internment of Japanese effected U.S. homefront; PO5: Arizona contribution to war effort, e. internment camps Common Core, Reading: #1,2,6,7,8,9,10; Writing: #1,2, 3, 6, 7, 8, 9 Language Objectives: ELL Stage IV, Grades 6-8 Reading: Standard 3 HI-1, Standard 4 HI-4 & 8; Writing Standard 3 HI-2 & 3 Integration: Lesson may coincide with Reading/ELA class reading of novel Farewell to Manzanar. Time: 1 class period (block period) of 90 minutes, 1 regular class period 55 minutes. Materials: Smartboard, Executive Order 9066 (class set), Student Note-taker, drawing/blank paper Video: Japanese Internment clip from Ken Burns The War (via PBS, internet or DVD) Powerpoint containing: bellwork slide, map of Internment Camps, RAFT Guide RAFT Guide worksheet (class set) Evidence packet 1: Copy of Civilian Exclusion Order 27 Evidence Packet 2: Copy of Loyalty Questionnaire Evidence Packet 3: Copy of Alexander letter & Ikes letter Evidence Packet 4: Photo-cop searching suitcase & store for sale photo Evidence Packet 5: Mess Hall Photo; Kite painting Evidence Packet 6: Camp Rules Objectives: 1. SWBAT examine primary source documents and identify examples of wartime prejudices aimed at minorities during WWII.

 Key Vocabulary: Issei: Japanese immigrants Nisei: American-born descendants of Japanese immigrants Lesson Procedures/Task Analysis: Day 1 Block period, 90 minutes 1. Prior Knowledge/Anticipatory Set (10 min.)[Blooms: Knowledge to Evaluation]: Students will respond to bell work prompt (ppt. slide) in their composition books: Does the U.S. government have a right to take away your rights in an effort to make the country more secure? Justify your answer with an example. Share/Check understanding: S shares/discuss bell work answers with class. 2. Number students off #1-6. Students move to gather in their group. Pass out note- taker. 3. SOAPS Analysis of Primary document (25 minutes)[Blooms: Analysis]. On Smartboard, review SOAPS analysis (Speaker, Occasion, Audience, Purpose, Subject). Pass out Executive Order 9066 to each student and direct each group to SOAPS the document as a group, taking notes in note-taker (15 minutes). Check for understanding: T checks note taker; discuss/share results whole class (10 min.). 4. Video (9 minutes)[Blooms: Application]: Show to give students visual background of the order and the internment, show video Japanese Internment from PBS website, The War. Video Link: http://www.pbs.org/thewar/detail_5380.htm or use DVD if available. Ask students to jot down their thoughts in note-taker about their reflection on video. 5. On Smartboard, show map of U.S. internment camps, pointing out the vast area of the military zone and the camps/assembly center in AZ. (5 minutes) [Blooms: Knowledge) 6. Tell students that they will now work as an investigative team to answer the question, Did the relocation of Japanese-Americans during WWII justify denying them their civil rights? Give each group one Evidence Packet (#1-6) and explain that they will have 10 minutes to examine, discuss and answer questions (in their note- taker) regarding the contents of each packet. After 10 minutes, they rotate to next station for another Evidence Packet (50 minutes total) [Blooms: Analysis, Evaluation] Check for understanding: T reviews note-takers, asks S questions. 7. Closure Day 1 (5 min): Ask each group to share one thing they learned today with the class. Day 2, 55 minutes 1. Bellwork slide (5-7 minutes): Directions: Gather with your group from last class period, get out your note-taker and review your notes to make sure youve answered each question from the evidence packets. 2. Ask each group to work together and discuss their conclusion for the question, Did the relocation of Japanese-Americans during WWII justify denying them their civil

2. SWBAT examine primary source documents and identify examples of civil rights violations. 3. SWBAT judge whether the U.S. government was justified in denying Japanese- Americans their civil rights by writing a RAFT document.

rights? Ask them to identify/cite specific pieces of evidence from the primary documents examined last class period (10 minutes)[Blooms: Analysis, Synthesis]. Evidence packets are available for the students if needed. Check for understanding: T asks questions, reviews note-takers. 3. Tell students that they will each write out their own answer to the question in the form of a RAFT assignment. RAFT assignment: Explain that all writers must consider four components of every written piece: role of the writer, audience, format, and topic. Write RAFT vertically on the Smartboard & pass out RAFT worksheets. List what each letter means (Role, Audience, Format, Topic) on board and brainstorm/list with students possibilities of what each one could be for this assignment. Note: tell students that the Topic is the question to be answered. Explain to students that RAFT assignments are written from a viewpoint other than that of a student to an audience other than the teacher in a form other than the standard essay. Choose a strong verb, such as convince, or plead, that will focus the assignment. Have students decide their RAFT and write down in note-taker (25 min)[Blooms: Application, Evaluation]. Check for understanding: Review note- takers. 4. Give students the rest of the class period to get to work on their RAFT assignment (use notebook/drawing paper). It becomes homework and is due next class period, along with note-taker. 5. Closure: Ask students to share what their role & audience is for their RAFT assignment. Review/Assessment of terminal objectives: Teacher observation of student participation in groups and ability to answer questions during evidence examination and with student note-takers and RAFT assignments will be evidence for meeting objectives. Accommodations: Electronic copies of documents for students using laptops. Planned lesson follow-up in: students share RAFT assignments with class; examination/discussion of Supreme Court case Korematsu v. U.S. 1944 and 1988 Reparation Act.